International Journal of English Language Teachinghttp://www.sciedupress.com/journal/index.php/ijelt
<em>International Journal of English Language Teaching (IJELT)</em> is an international, peer-reviewed, open-access journal. IJELT is published by the Sciedu Press in both print and online versions. IJELT is striving to provide the best platform for researchers and scholars worldwide to exchange their latest findings. The scopes of the journal include, but are not limited to, the following topics: theory and practice in English language teaching and learning, teaching English as a second or foreign language, English language teachers' training and education, English for special purpose, English linguistics and literature.en-US<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.</p><p>Copyrights for articles published in this journal are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p>ijelt@sciedupress.com (Jessica Collins)ijelt@sciedupress.com (Technical Support)Thu, 16 Nov 2017 20:09:09 -0800OJS 2.4.8.1http://blogs.law.harvard.edu/tech/rss60Teachers' Attitude Toward a Foreign Language: Factors Affecting the Target Language Teaching Processhttp://www.sciedupress.com/journal/index.php/ijelt/article/view/12557
<p>The purpose of this study is to find out the teachers' attitude toward reaching effective teaching process as well as the<br />key factors which influenced their attitude for selecting this profession. It<br />was carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female English<br />language teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English as<br />a foreign language in different stages in Kuwaiti public elementary schools. The data was collected through a<br />questionnaire and an individual interviews. The results mainly showed the teachers’ attitude reflected on their<br />passion to learn more about this language and its culture. Moreover, some teachers associate English language<br />teaching with the language of the British Colonialization. Others see English simply as a means of doing business<br />and making money.</p>Salwa Al Darwish
Copyright (c) 2017 International Journal of English Language Teaching
http://www.sciedupress.com/journal/index.php/ijelt/article/view/12557Thu, 16 Nov 2017 20:09:09 -0800Analyzing Learner Language to Better Understand Errors: A Case Study with Turkish Learners of Englishhttp://www.sciedupress.com/journal/index.php/ijelt/article/view/12674
<p>Analyzing the errors of students’ learner language (interlanguage) can help language instructors to not only better<br />understand why the errors may be occurring, but also provide them with insight on how to better guide learners in<br />their L2 learning. In this paper, the learner language of two Turkish students of English was analyzed regarding the<br />third person singular –s inflection and interaction strategies. The author met with each student three times and speech<br />data was collected during these meetings. An error and interlanguage analysis was then conducted. Reflecting on<br />these types of analyses can be a very enlightening process in a teacher’s continuing education. Various implications<br />arise, such as more objectivity in approaching student errors, creating better learning opportunities in the classroom,<br />as well as having a better indication of where students are at in their own second language acquisition process.</p>Heather M. Austin
Copyright (c) 2017 International Journal of English Language Teaching
http://www.sciedupress.com/journal/index.php/ijelt/article/view/12674Tue, 05 Dec 2017 00:00:00 -0800